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Vocational education

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Ablacksmithis a traditional trade.

Vocational education or vocational education and training (VET) is an education that preparestrainees for jobs at various levels from a craft or trade to a professional position in engineering,accounting, nursing, medicine and other heath practitioners, architecture, pharmacy, law etc.

Craft vocations are usually based on manual or practical activities, traditionally non-academic,

and totally related to a specific trade,occupation, orvocation. It is sometimes referred to as

technical education as the trainee directly develops expertise in a particular group of techniques.

In the UK some higher technician engineering positions that require 4-5 year apprenticeship

require academic study to HNC / HND level.

Vocational education may be classified as teachingprocedural knowledge. This can be

contrasted withdeclarative knowledge, as used in education in a usually broaderscientificfield,which might concentrate ontheoryand abstractconceptualknowledge, characteristic oftertiary

education. Vocational education can be at thesecondary,post-secondarylevel,further education

level and can interact with theapprenticeshipsystem. Increasingly, vocational education can be

recognised in terms ofrecognition of prior learningand partialacademic credittowardstertiaryeducation(e.g., at auniversity) as credit; however, it is rarely considered in its own form to fall

under the traditional definition ofhigher education.

Vocational education is related to the age-oldapprenticeshipsystem of learning. Apprenticeships

are designed for many levels of work from manual trades to high knowledge work.
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However, as the labor market becomes more specialized and economies demand higher levels of

skill, governments and businesses are increasingly investing in the future of vocational educationthrough publicly funded training organizations and subsidized apprenticeship or traineeship

initiatives for businesses. At the post-secondary level vocational education is typically provided

by aninstitute of technology, or by a localcommunity college.

Vocational education has diversified over the 20th century and now exists inindustriessuch as

retail,tourism,information technology,funeralservices andcosmetics, as well as in thetraditional crafts andcottage industries.

Contents

[hide]

1 VET internationallyo 1.1 Australiao 1.2 Commonwealth of Independent Stateso 1.3 Finlando 1.4 German language areaso 1.5 Hong Kongo 1.6 Hungaryo 1.7 Indiao 1.8 Japano 1.9 Koreao 1.10 Mexicoo 1.11 New Zealando 1.12 Norwayo 1.13 Paraguayo 1.14 Swedeno 1.15 Switzerlando 1.16 United Kingdomo 1.17 United States

2 See also 3 References 4 Further reading 5 External links

[edit] VET internationally

[edit] Australia

InAustraliavocational education and training is mostly post-secondary and provided through the

vocational education and training (VET) system byregistered training organisations. This systemencompasses both public,TAFE, and private providers in a national training framework
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tle=Vocational_education&action=edit&section=1http://en.wikipedia.org/wiki/Vocational_education#External_linkshttp://en.wikipedia.org/wiki/Vocational_education#Further_readinghttp://en.wikipedia.org/wiki/Vocational_education#Referenceshttp://en.wikipedia.org/wiki/Vocational_education#See_alsohttp://en.wikipedia.org/wiki/Vocational_education#United_Stateshttp://en.wikipedia.org/wiki/Vocational_education#United_Kingdomhttp://en.wikipedia.org/wiki/Vocational_education#Switzerlandhttp://en.wikipedia.org/wiki/Vocational_education#Swedenhttp://en.wikipedia.org/wiki/Vocational_education#Paraguayhttp://en.wikipedia.org/wiki/Vocational_education#Norwayhttp://en.wikipedia.org/wiki/Vocational_education#New_Zealandhttp://en.wikipedia.org/wiki/Vocational_education#Mexicohttp://en.wikipedia.org/wiki/Vocational_education#Koreahttp://en.wikipedia.org/wiki/Vocational_education#Japanhttp://en.wikipedia.org/wiki/Vocational_education#Indiahttp://en.wikipedia.org/wiki/Vocational_education#Hungaryhttp://en.wikipedia.org/wiki/Vocational_education#Hong_Konghttp://en.wikipedia.org/wiki/Vocational_education#German_language_areashttp://en.wikipedia.org/wiki/Vocational_education#Finlandhttp://en.wikipedia.org/wiki/Vocational_education#Commonwealth_of_Independent_Stateshttp://en.wikipedia.org/wiki/Vocational_education#Australiahttp://en.wikipedia.org/wiki/Vocational_education#VET_internationallyhttp://en.wikipedia.org/wiki/Vocational_educationhttp://en.wikipedia.org/wiki/Cottage_industryhttp://en.wikipedia.org/wiki/Cosmeticshttp://en.wikipedia.org/wiki/Funeralhttp://en.wikipedia.org/wiki/Information_technologyhttp://en.wikipedia.org/wiki/Tourismhttp://en.wikipedia.org/wiki/Retailerhttp://en.wikipedia.org/wiki/Industryhttp://en.wikipedia.org/wiki/Community_collegehttp://en.wikipedia.org/wiki/Institute_of_technology


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consisting of theAustralian Quality Training Framework,Australian Qualifications Framework

andIndustry Training Packageswhich define the assessment standards for the differentvocational qualifications.

Australias apprenticeship system includes both traditional apprenticeships in traditional trades

and traineeships in other more service-oriented occupations. Both involve a legal contractbetween the employer and the apprentice and provide a combination of school-based and

workplace training. Apprenticeships typically last three to four years, traineeships only one totwo years. Apprentices and trainees receive a wage which increases as they progress.[1]

Since the states and territories are responsible for most public delivery and all regulation ofproviders, a central concept of the system is "national recognition" whereby the assessments and

awards of any one registered training organisation must be recognised by all others and the

decisions of any state or territory training authority must be recognised by the other states and

territories. This allows national portability of qualifications and units of competency.

A crucial feature of the training package (which accounts for about 60% of publicly-fundedtraining and almost all apprenticeship training) is that the content of the vocational qualifications

is theoretically defined by industry and not by government or training providers. A Training

Package is "owned" by one of 11 Industry Skills Councils which are responsible for developing

and reviewing the qualifications.

The National Centre for Vocational Education Research or NCVER[1]is a not-for-profitcompany owned by the federal, state and territory ministers responsible for training. It is

responsible for collecting, managing, analysing, evaluating and communicating research and

statistics about vocational education and training (VET).

The boundaries between Vocational education and tertiary education are becoming more blurred.A number of vocational training providers such asNMIT,BHIandWAIare now offering

specialised Bachelor degrees in specific areas not being adequately provided by Universities.Such Applied Courses include in the areas of Equine studies, Winemaking and viticulture,

aquaculture, Information Technology, Music, Illustration, Culinary Management and many

more.[2]

[edit] Commonwealth of Independent States

The largest and the most unified system of vocational education was created in the Soviet Union

with theProfessional`no-tehnicheskoye uchilischeand,Tehnikum. But it became less effective

with the transition of the economies of post-Soviet countries to amarket economy.

[edit] Finland

InFinland, vocational education belongs to secondary education. After the nine-year

comprehensive school, almost all students choose to go to either alukio(high school), which isan institution preparing students for tertiary education, or to a vocational school. Both forms of

secondary education last three years, and give a formal qualification to enter university or
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ammattikorkeakoulu, i.e. Finnish polytechnics. In certain fields (e.g. the police school,air traffic

controlpersonnel training), the entrance requirements of vocational schools include completionof the lukio, thus causing the students to complete their secondary education twice.

The education in vocational school is free, and the students from low-income families are

eligible for a state student grant. The curriculum is primarily vocational, and the academic part ofthe curriculum is adapted to the needs of a given course. The vocational schools are mostly

maintained bymunicipalities.

After completing secondary education, one can enter higher vocational schools

(ammattikorkeakoulu, orAMK) or universities.

It is also possible for a student to choose both lukio and vocational schooling. The education in

such cases last usually from 3 to 4 years.

[edit] German language areas

Vocational education is an important part of the education systems inAustria,Germany,

LiechtensteinandSwitzerland(including the French and the Italian speaking parts of the

country) and one element of theGerman model.

For example, in Germany a law (theBerufsausbildungsgesetz) was passed in 1969 which

regulated and unified the vocational training system and codified the shared responsibility of thestate, the unions, associations and chambers of trade and industry. The system is very popular in

modern Germany: in 2001, two thirds of young people aged under 22 began an apprenticeship,

and 78% of them completed it, meaning that approximately 51% of all young people under 22

have completed an apprenticeship. One in three companies offered apprenticeships in 2003; in

2004 the government signed a pledge with industrial unions that all companies except very smallones must take on apprentices.

The vocational education systems in the other German speaking countries are very similar to the

German system and a vocational qualification from one country is generally also recognized in

the other states within this area.

[edit] Hong Kong

InHong Kong, vocational education is usually for post-secondary 3, 5 and 7 students. The Hong

Kong Institute of Vocational Education (IVE) provides training in nine different vocational

fields, namely: Applied Science; Business Administration; Child Education and CommunityServices; Construction; Design; Printing, Textiles and Clothing; Hotel, Service and TourismStudies; Information Technology; Electrical and Electronic Engineering; and Mechanical,

Manufacturing and Industrial Engineering.

[edit] Hungary
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Normally at the end of elementary school (at age 14) students are directed to one of three types

of upper secondary education: one academic track (gymnasium) and two vocational tracks.Vocational secondary schools (szakkzpiskola) provide four years of general education and also

prepare students for the maturata. These schools combine general education with some specific

subjects, referred to as pre-vocational education and career orientation. At that point many

students enrol in a post-secondary VET programme often at the same institution, to obtain avocational qualification, although they may also seek entry to tertiary education.

Vocational training schools (szakiskola) initially provide two years of general education,

combined with some pre-vocational education and career orientation, they then choose an

occupation, and then receive two or three years of vocational education and training focusing onthat occupationsuch as bricklayer. Students do not obtain the maturata but a vocational

qualification at the end of a successfully completed programme. Demand for vocational training

schools, both from the labour market and among students, has declined while it has increased for

upper secondary schools delivering the maturata.[3]

[edit] India

Vocational training in India is provided on a full time as well as part time basis. Full timeprograms are generally offered through I.T.I.sindustrial training institutes. The nodal agency for

grant the recognition to the I.T.I.s is NCVT which is under the Min. of labour, Govt. of India.

Part time programs are offered through state technical education boards or universities who alsooffer full-time courses. Vocational training has been successful inIndiaonly in industrial

training institutes and that too in engineering trades. There are many private institutes in India

which offer courses in vocational training and finishing, but most of them have not been

recognized by the Government. India is a pioneer in vocational training in Film & Television,and Information Technology.AAFT.Maharashtra State Government also offered vocational

Diplomas in various Trades . Vocational Higher Secondary schools are under MHRD in India.All the state governments runs vocational schools. In kerala state 389 vocational schools arethere with 42 different courses. Commerce & Business, Tourism, Agriculture, Automobile, Air

conditioning, Live stock management, Lab Technician are some prominent courses. Office

Secrearyship is a course offering office jobs. From 2012 June, the vocational Higher Secondaryadmissions become online in kerala.

[edit] Japan

Japanesevocational schools are known assenmon gakk (?). They are part of Japan's

higher educationsystem. They are two year schools that many students study at after finishing

high school (although it is not always required that students graduate from high school). Somehave a wide range of majors, others only a few majors. Some examples arecomputer technology,fashionandEnglish.

[edit] Korea

Vocational high schools offer programmes in five fields: agriculture, technology/engineering,

commerce/business, maritime/fishery, and home economics. In principle, all students in the first
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year of high school (10th grade) follow a common national curriculum, In the second and third

years (11th and 12th grades) students are offered courses relevant to their specialisation. In someprogrammes, students may participate in workplace training through co-operation between

schools and local employers. The government is now piloting Vocational Meister Schools in

which workplace training is an important part of the programme. Around half of all vocational

high schools are private. Private and public schools operate according to similar rules; forexample, they charge the same fees for high school education, with an exemption for poorer

families.

The number of students in vocational high schools has decreased, from about half of students in

1995 down to about one-quarter today. To make vocational high schools more attractive, in April2007 the Korean government changed the name of vocational high schools into professional high

schools. With the change of the name the government also facilitated the entry of vocational high

school graduates to colleges and universities.

Most vocational high school students continue into tertiary education; in 2007 43% transferred to

junior colleges and 25% to university. At tertiary level, vocational education and training isprovided in junior colleges (two- and three-year programmes) and at polytechnic colleges.Education at junior colleges and in two-year programmes in polytechnic colleges leads to an

Industrial Associate degree. Polytechnics also provide one-year programmes for craftsmen and

master craftsmen and short programmes for employed workers. The requirements for admissionto these institutions are in principle the same as those in the rest of tertiary sector (on the basis of

the College Scholastic Aptitude Test) but candidates with vocational qualifications are given

priority in the admission process. Junior colleges have expanded rapidly in response to demand

and in 2006 enrolled around 27% of all tertiary students.

95% of junior college students are in private institutions. Fees charged by private colleges are

approximately twice those of public institutions. Polytechnic colleges are state-run institutionsunder the responsibility of the Ministry of Labour; government funding keeps student fees much

lower than those charged by other tertiary institutions. Around 5% of students are enrolled in

polytechnic colleges.[4]

[edit] Mexico

In Mexico, both federal and state governments are responsible for the administration of

vocational education. Federal schools are funded by the federal budget, in addition to their own

funding sources. The state governments are responsible for the management of decentralised

institutions, such as the State Centres for Scientific and Technological Studies (CECyTE) and

Institutes of Training for Work (ICAT). These institutions are funded 50% from the federalbudget and 50% from the state budget. The state governments also manage and fund

"decentralised institutions of the federation", such as CONALEP schools.

Compulsory education (including primary and lower secondary education) finishes at the age of

15 and about half of those aged 15-to-19 are enrolled full-time or part-time in education. Allprogrammes at upper secondary level require the payment of a tuition fee.
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The upper secondary vocational education system in Mexico includes over a dozen subsystems

(administrative units within the Upper Secondary Education Undersecretariat of the Ministry ofPublic Education, responsible for vocational programmes) which differ from each other to

varying degrees in content, administration, and target group. The large number of school types

and corresponding administrative units within the Ministry of Public Education makes the

institutional landscape of vocational education and training complex by international standards.

Vocational education and training provided under the Upper Secondary Education Undersecretariat includes three main types of programme:

"Training for work" (formacin para el trabajo) courses at ISCED 2 level are shorttraining programmes, taking typically 3 to 6 months to complete. The curriculum

includes 50% theory and 50% practice. After completing the programme, students may

enter the labour market. This programme does not provide direct access to tertiary

education. Those who complete lower secondary education may choose between twobroad options of vocational upper secondary education at ISCED 3 level. Both

programmes normally take three years to complete and offer a vocational degree as wellas the baccalaureate, which is required for entry into tertiary education.

The title "technical professionalbaccalaureate" (profesional tcnico - bachiller) isoffered by various subsystems though one subsystem (CONALEP) includes two thirds of

the students. The programme involves 35% general subjects and 65% vocational subjects.Students are required to complete 360 hours of practical training.

The programme awarding the "technological baccalaureate" (bachillerato tecnolgico)and the title "professional technician" (tcnico professional) is offered by various

subsystems. It includes more general and less vocational education: 60% general subjectsand 40% vocational subjects.[5]

[edit] New Zealand

New Zealand is served by 39 Industry Training Organsiations(ITO). The unique element is that

ITOs purchase training as well as set standards and aggregate industry opinion about skills in thelabour market. Industry Training, as organised by ITOs, has expanded from apprenticeships to a

more true life long learning situation with, for example, over 10% of trainees aged 50 or over.

Moreover much of the training is generic. This challenges the prevailing idea of vocational

education and the standard layperson view that it focuses on apprenticeships.

One source for information in New Zealand is the Industry Training Federation.[2]. Another is

the Ministry of Education .[3].

Polytechnics, Private Training Establishments, Wananga and others also deliver vocational

training, amongst other areas.

[edit] Norway

Nearly all those leaving lower secondary school enter upper secondary education, and around

half follow one of 9 vocational programmes. These programmes typically involve two years in
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school followed by two years of apprenticeship in a company. The first year provides general

education alongside introductory knowledge of the vocational area. During the second year,courses become more trade-specific.

Apprentices receive a wage negotiated in collective agreements ranging between 30% and 80%

of the wage of a qualified worker; the percentage increasing over the apprenticeship period.Employers taking on apprentices receive a subsidy, equivalent to the cost of one year in school.

After the two years vocational school programme some students opt for a third year in the

general programme as an alternative to an apprenticeship. Both apprenticeship and a third yearof practical training in school lead to the same vocational qualifications. Upper secondary VET

graduates may go directly to Vocational Technical Colleges, while those who wish to enteruniversity need to take a supplementary year of education.

The social partners participate actively in the development of policy. The National Council for

Vocational Education and Training advises the Minister on the development of the nationalvocational education and training system. The Advisory Councils for Vocational Education and

Training are linked to the nine vocational education programmes provided in upper secondaryeducation and advise on the content of VET programmes and on trends and future skill needs.The National Curriculum groups assist in deciding the contents of the vocational training within

the specific occupations. The Local County Vocational Training Committees advise on the

quality, provision of VET and career guidance.[6]

[edit] Paraguay

InParaguay, vocational education is known asBachillerato Tcnico and is part of thesecondary

educationsystem. These schools combine general education with some specific subjects, referred

to as pre-vocational education and career orientation. After nine year ofEducacin Escolar

Bsica (Primary School), the student can choose to go to either aBachillerato Tcnico(Vocational School) or aBachillerato Cientfico (High School). Both forms of secondary

education last three years, and are usually located in the samecampuscalled Colegio.

After completing secondary education, one can enter to the universities. It is also possible for a

student to choose both Tcnico and Cientfico schooling.

[edit] Sweden

Nearly all of those leaving compulsory schooling immediately enter upper secondary schools,

and most complete their upper secondary education in three years. Upper secondary education is

divided into 13 vocationally-oriented and 4 academic national programmes. Slightly more thanhalf of all students follow vocational programmes. All programmes offer broad general

education and basic eligibility to continue studies at the post-secondary level. In addition, there

are local programmes specially designed to meet local needs and individual programmes.

A 1992 school reform extended vocational upper secondary programmes by one year, aligningthem with three years of general upper secondary education, increasing their general education

content, and making core subjects compulsory in all programmes. The core subjects (which
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occupy around one-third of total teaching time in both vocational and academic programmes)

include English, artistic activities, physical education and health, mathematics, natural science,social studies, Swedish or Swedish as a second language, and religious studies. In addition to the

core subjects, students pursue optional courses, subjects which are specific to each programme

and a special project.

Vocational programmes include 15 weeks of workplace training (Arbetsplatsfrlagd utbildning

APU) over the three-year period. Schools are responsible for arranging workplace training andverifying its quality. Most municipalities have advisory bodies: programme councils

(programmrd) and vocational councils (yrkesrd) composed of employers and employees

representatives from the locality. The councils advise schools on matters such as provision ofworkplace training courses, equipment purchase and training of supervisors in APU.[7]

[edit] Switzerland

Nearly two thirds of those entering upper secondary education enter the vocational education and

training system. At this level, vocational education and training is mainly provided through thedual system. Students spend some of their time in a vocational school; some of their time doing

an apprenticeship at a host company; and for most programmes, students attend industry coursesat an industry training centre to develop complementary practical skills relating to the occupation

at hand. Common patterns are for students to spend one- two days per week at the vocational

school and three-four days doing the apprenticeship at the host company; alternatively theyalternate between some weeks attending classes at the vocational school and some weeks

attending industry courses at an industry training centre. A different pattern is to begin the

programme with most of the time devoted to in-school education and gradually diminishing the

amount of in-school education in favour of more in-company training.

Switzerland draws a distinction between vocational education and training (VET) programmes atupper-secondary level, and professional education and training (PET) programmes, which take

place at tertiary B level. In 2007, more than half of the population aged 2564 had a VET or PET

qualification as their highest level of education. In addition, universities of applied sciences(Fachhochschulen) offer vocational education at tertiary A level. Pathways enable people to shift

from one part of the education system to another.[8]

[edit] United Kingdom

The first "Trades School" in the UK was Stanley Technical Trades School (nowHarris Academy

South Norwood) which was designed, built and set up byWilliam Stanley. The initial idea was

thought of in 1901, and the school opened in 1907.[9]

The system of vocational education in the UK initially developed independently of the state, withbodies such as theRSAandCity & Guildssetting examinations for technical subjects. The

Education Act 1944made provision for aTripartite Systemofgrammar schools,secondary

technical schoolsandsecondary modern schools, but by 1975 only 0.5% of British senior pupils

were in technical schools, compared to two-thirds of the equivalent German age group.[10]
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Successive recentBritish Governmentshave made attempts to promote and expand vocational

education. In the 1970s, theBusiness And Technology Education Councilwas founded to conferfurtherandhigher educationawards, particularly tofurther educationcolleges in the United

Kingdom. In the 1980s and 1990s, theConservativeGovernment promoted theYouth Training

Scheme,National Vocational QualificationsandGeneral National Vocational Qualifications.

However, youth training was marginalised as the proportion of young people staying on infull-time educationincreased.[10]

In 1994, publicly-fundedModern Apprenticeshipswere introduced to provide "quality training

on a work-based (educational) route".[11]

Numbers of apprentices have grown in recent years and

theDepartment for Children, Schools and Familieshas stated its intention to makeapprenticeships a "mainstream" part ofEngland's education system.[12]

[edit] United States

Main article:Vocational education in the United States

[edit] See also

Agricultural education Apprenticeship Internship Community college Constructivism (learning theory) Employability Environmental education Family and consumer science Finishing school Further education Institute of technology Life skills Renewable energy Technical and Further Education(Australia) Training Retraining Vocational school Vocational university Widening participation(UK)

[edit] References

1. ^http://www.oecd.org/dataoecd/27/11/41631383.pdfLearning for Jobs OECD review ofAustralian vocational education

2. ^TAFE gears up to offer degreesBy Rebecca Scott,The AgeJuly 24, 2002. AccessedAugust 3, 2008
http://en.wikipedia.org/wiki/Vocational_education#cite_note-Wolf-9http://en.wikipedia.org/wiki/HM_Governmenthttp://en.wikipedia.org/wiki/HM_Governmenthttp://en.wikipedia.org/wiki/HM_Governmenthttp://en.wikipedia.org/wiki/Business_And_Technology_Education_Council_%28BTEC%29http://en.wikipedia.org/wiki/Business_And_Technology_Education_Council_%28BTEC%29http://en.wikipedia.org/wiki/Business_And_Technology_Education_Council_%28BTEC%29http://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Conservative_Party_%28UK%29http://en.wikipedia.org/wiki/Conservative_Party_%28UK%29http://en.wikipedia.org/wiki/Conservative_Party_%28UK%29http://en.wikipedia.org/wiki/Youth_Training_Schemehttp://en.wikipedia.org/wiki/Youth_Training_Schemehttp://en.wikipedia.org/wiki/Youth_Training_Schemehttp://en.wikipedia.org/wiki/Youth_Training_Schemehttp://en.wikipedia.org/wiki/National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/General_National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/General_National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/General_National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/Education_in_the_United_Kingdomhttp://en.wikipedia.org/wiki/Education_in_the_United_Kingdomhttp://en.wikipedia.org/wiki/Education_in_the_United_Kingdomhttp://en.wikipedia.org/wiki/Education_in_the_United_Kingdomhttp://en.wikipedia.org/wiki/Vocational_education#cite_note-Wolf-9http://en.wikipedia.org/wiki/Vocational_education#cite_note-Wolf-9http://en.wikipedia.org/wiki/Vocational_education#cite_note-Wolf-9http://en.wikipedia.org/wiki/Apprenticeships#United_Kingdomhttp://en.wikipedia.org/wiki/Apprenticeships#United_Kingdomhttp://en.wikipedia.org/wiki/Apprenticeships#United_Kingdomhttp://en.wikipedia.org/wiki/Vocational_education#cite_note-10http://en.wikipedia.org/wiki/Vocational_education#cite_note-10http://en.wikipedia.org/wiki/Vocational_education#cite_note-10http://en.wikipedia.org/wiki/Department_for_Children,_Schools_and_Familieshttp://en.wikipedia.org/wiki/Department_for_Children,_Schools_and_Familieshttp://en.wikipedia.org/wiki/Department_for_Children,_Schools_and_Familieshttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Vocational_education#cite_note-World_Class_Apprenticeships-11http://en.wikipedia.org/wiki/Vocational_education#cite_note-World_Class_Apprenticeships-11http://en.wikipedia.org/wiki/Vocational_education#cite_note-World_Class_Apprenticeships-11http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=18http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=18http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=18http://en.wikipedia.org/wiki/Vocational_education_in_the_United_Stateshttp://en.wikipedia.org/wiki/Vocational_education_in_the_United_Stateshttp://en.wikipedia.org/wiki/Vocational_education_in_the_United_Stateshttp://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=19http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=19http://en.wikipedia.org/wiki/Agricultural_educationhttp://en.wikipedia.org/wiki/Agricultural_educationhttp://en.wikipedia.org/wiki/Apprenticeshiphttp://en.wikipedia.org/wiki/Apprenticeshiphttp://en.wikipedia.org/wiki/Internshiphttp://en.wikipedia.org/wiki/Internshiphttp://en.wikipedia.org/wiki/Community_collegehttp://en.wikipedia.org/wiki/Community_collegehttp://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29http://en.wikipedia.org/wiki/Employabilityhttp://en.wikipedia.org/wiki/Employabilityhttp://en.wikipedia.org/wiki/Environmental_educationhttp://en.wikipedia.org/wiki/Environmental_educationhttp://en.wikipedia.org/wiki/Family_and_consumer_sciencehttp://en.wikipedia.org/wiki/Family_and_consumer_sciencehttp://en.wikipedia.org/wiki/Finishing_schoolhttp://en.wikipedia.org/wiki/Finishing_schoolhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Institute_of_technologyhttp://en.wikipedia.org/wiki/Institute_of_technologyhttp://en.wikipedia.org/wiki/Life_skillshttp://en.wikipedia.org/wiki/Life_skillshttp://en.wikipedia.org/wiki/Renewable_energyhttp://en.wikipedia.org/wiki/Renewable_energyhttp://en.wikipedia.org/wiki/Technical_and_Further_Educationhttp://en.wikipedia.org/wiki/Technical_and_Further_Educationhttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Traininghttp://en.wikipedia.org/wiki/Traininghttp://en.wikipedia.org/wiki/Retraininghttp://en.wikipedia.org/wiki/Retraininghttp://en.wikipedia.org/wiki/Vocational_schoolhttp://en.wikipedia.org/wiki/Vocational_schoolhttp://en.wikipedia.org/wiki/Vocational_universityhttp://en.wikipedia.org/wiki/Vocational_universityhttp://en.wikipedia.org/wiki/Widening_participationhttp://en.wikipedia.org/wiki/Widening_participationhttp://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=20http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=20http://en.wikipedia.org/wiki/Vocational_education#cite_ref-0http://www.oecd.org/dataoecd/27/11/41631383.pdfhttp://www.oecd.org/dataoecd/27/11/41631383.pdfhttp://www.oecd.org/dataoecd/27/11/41631383.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-1http://www.theage.com.au/articles/2002/07/24/1027332400427.htmlhttp://www.theage.com.au/articles/2002/07/24/1027332400427.htmlhttp://www.theage.com.au/articles/2002/07/24/1027332400427.htmlhttp://en.wikipedia.org/wiki/The_Agehttp://en.wikipedia.org/wiki/The_Agehttp://en.wikipedia.org/wiki/The_Agehttp://en.wikipedia.org/wiki/The_Agehttp://www.theage.com.au/articles/2002/07/24/1027332400427.htmlhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-1http://www.oecd.org/dataoecd/27/11/41631383.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-0http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=20http://en.wikipedia.org/wiki/Widening_participationhttp://en.wikipedia.org/wiki/Vocational_universityhttp://en.wikipedia.org/wiki/Vocational_schoolhttp://en.wikipedia.org/wiki/Retraininghttp://en.wikipedia.org/wiki/Traininghttp://en.wikipedia.org/wiki/Australiahttp://en.wikipedia.org/wiki/Technical_and_Further_Educationhttp://en.wikipedia.org/wiki/Renewable_energyhttp://en.wikipedia.org/wiki/Life_skillshttp://en.wikipedia.org/wiki/Institute_of_technologyhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Finishing_schoolhttp://en.wikipedia.org/wiki/Family_and_consumer_sciencehttp://en.wikipedia.org/wiki/Environmental_educationhttp://en.wikipedia.org/wiki/Employabilityhttp://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29http://en.wikipedia.org/wiki/Community_collegehttp://en.wikipedia.org/wiki/Internshiphttp://en.wikipedia.org/wiki/Apprenticeshiphttp://en.wikipedia.org/wiki/Agricultural_educationhttp://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=19http://en.wikipedia.org/wiki/Vocational_education_in_the_United_Stateshttp://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=18http://en.wikipedia.org/wiki/Vocational_education#cite_note-World_Class_Apprenticeships-11http://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Department_for_Children,_Schools_and_Familieshttp://en.wikipedia.org/wiki/Vocational_education#cite_note-10http://en.wikipedia.org/wiki/Apprenticeships#United_Kingdomhttp://en.wikipedia.org/wiki/Vocational_education#cite_note-Wolf-9http://en.wikipedia.org/wiki/Education_in_the_United_Kingdomhttp://en.wikipedia.org/wiki/Education_in_the_United_Kingdomhttp://en.wikipedia.org/wiki/General_National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/National_Vocational_Qualificationhttp://en.wikipedia.org/wiki/Youth_Training_Schemehttp://en.wikipedia.org/wiki/Youth_Training_Schemehttp://en.wikipedia.org/wiki/Conservative_Party_%28UK%29http://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Business_And_Technology_Education_Council_%28BTEC%29http://en.wikipedia.org/wiki/HM_Government


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3. ^http://www.oecd.org/dataoecd/24/27/41738329.pdfOECD review of vocationaleducation and training in Hungary

4. ^http://www.oecd.org/edu/learningforjobs review of Korean vocational education byOECD

5. ^Review of vocational education and training in Mexico6.

^http://www.oecd.org/dataoecd/45/34/41506628.pdfOECD review of vocationaleducation and training in Norway

7. ^http://www.oecd.org/edu/learningforjobs OECD Learning for Jobs review of vocationaleducation in Sweden

8. ^http://www.oecd.org/dataoecd/12/5/42578681.pdfLearning for Jobs OECD review ofSwitzerland, 2009

9. ^Owen, W.B. (1912). SirSidney Lee. ed.Dictionary of National BiographyWilliamFord Robinson Stanley. Second Supplement. III (NEIL-YOUNG). London:Smith, Elder

& Co. pp. 393394.

10.^abWolf, A. (2002)Does Education Matter? Myths about Education and EconomicGrowth London: Penguin.

11.^Youth Policies in the UK12.^World Class Apprenticeships. The Governments strategy for the future ofApprenticeships in England. DIUS/DCSF, 2008

[edit] Further reading

Achilles, C. M.; Lintz, M.N.; and Wayson, W.W. "Observations on Building PublicConfidence in Education." EDUCATIONAL EVALUATION AND POLICY

ANALYSIS 11 no. 3 (1989): 275-284.

Banach, Banach, and Cassidy. THE ABC COMPLETE BOOK OF SCHOOLMARKETING. Ray Township, MI: Author, 1996.

Brodhead, C. W. "Image 2000: A Vision for Vocational Education." VOCATIONALEDUCATION JOURNAL 66, no. 1 (January 1991): 22-25.

Buzzell, C.H. "Let Our Image Reflect Our Pride." VOCATIONAL EDUCATIONJOURNAL 62, no. 8 (November-December 1987): 10.

Kincheloe, Joe L. Toil and Trouble: Good Work, Smart Workers, and the Integration ofAcademic and Vocational Education. New York: Peter Lang Publishing. (1995)

Kincheloe, Joe L. How Do We Tell the Workers? The Socio-Economic Foundations ofWork and Vocational Education. Boulder, CO: Westview Press. (1999)

Lauglo, Jon; Maclean, Rupert (Eds.) "Vocationalisation of Secondary EducationRevisited".Series: Technical and Vocational Education and Training: Issues, Concerns

and Prospects, Vol. 1. Springer. (2005)

O'Connor, P.J., and Trussell, S.T. "The Marketing of Vocational Education."VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987): 31-32.

Ries, E. "To 'V' or Not to 'V': for Many the Word 'Vocational' Doesn't Work."TECHNIQUES 72, no. 8 (November-December 1997): 32-36.

Ries, A., and Trout, J. THE 22 IMMUTABLE LAWS OF MARKETING. New York:HarperCollins Publishers, 1993.
http://en.wikipedia.org/wiki/Vocational_education#cite_ref-2http://www.oecd.org/dataoecd/24/27/41738329.pdfhttp://www.oecd.org/dataoecd/24/27/41738329.pdfhttp://www.oecd.org/dataoecd/24/27/41738329.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-3http://www.oecd.org/edu/learningforjobshttp://www.oecd.org/edu/learningforjobshttp://www.oecd.org/edu/learningforjobshttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-4http://www.oecd.org/edu/learningforjobshttp://www.oecd.org/edu/learningforjobshttp://www.oecd.org/edu/learningforjobshttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-5http://www.oecd.org/dataoecd/45/34/41506628.pdfhttp://www.oecd.org/dataoecd/45/34/41506628.pdfhttp://www.oecd.org/dataoecd/45/34/41506628.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-6http://www.oecd.org/edu/learningforjobshttp://www.oecd.org/edu/learningforjobshttp://www.oecd.org/edu/learningforjobshttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-7http://www.oecd.org/dataoecd/12/5/42578681.pdfhttp://www.oecd.org/dataoecd/12/5/42578681.pdfhttp://www.oecd.org/dataoecd/12/5/42578681.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-stanley-nat-biog_8-0http://en.wikipedia.org/wiki/Vocational_education#cite_ref-stanley-nat-biog_8-0http://en.wikipedia.org/wiki/Sidney_Leehttp://en.wikipedia.org/wiki/Sidney_Leehttp://en.wikipedia.org/wiki/Sidney_Leehttp://en.wikipedia.org/wiki/Dictionary_of_National_Biographyhttp://en.wikipedia.org/wiki/Dictionary_of_National_Biographyhttp://en.wikipedia.org/wiki/Dictionary_of_National_Biographyhttp://en.wikipedia.org/wiki/Smith,_Elder_%26_Cohttp://en.wikipedia.org/wiki/Smith,_Elder_%26_Cohttp://en.wikipedia.org/wiki/Smith,_Elder_%26_Cohttp://en.wikipedia.org/wiki/Smith,_Elder_%26_Cohttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-0http://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-0http://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-1http://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-1http://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-1http://en.wikipedia.org/wiki/Vocational_education#cite_ref-10http://en.wikipedia.org/wiki/Vocational_education#cite_ref-10http://www.keele.ac.uk/depts/so/youthchron/Education/9197educ.htmhttp://www.keele.ac.uk/depts/so/youthchron/Education/9197educ.htmhttp://www.keele.ac.uk/depts/so/youthchron/Education/9197educ.htmhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-World_Class_Apprenticeships_11-0http://en.wikipedia.org/wiki/Vocational_education#cite_ref-World_Class_Apprenticeships_11-0http://en.wikipedia.org/wiki/Vocational_education#cite_ref-World_Class_Apprenticeships_11-0http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=21http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=21http://www.springer.com/series/6969http://www.springer.com/series/6969http://www.springer.com/series/6969http://www.springer.com/series/6969http://www.springer.com/series/6969http://www.springer.com/series/6969http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=21http://en.wikipedia.org/wiki/Vocational_education#cite_ref-World_Class_Apprenticeships_11-0http://www.keele.ac.uk/depts/so/youthchron/Education/9197educ.htmhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-10http://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-1http://en.wikipedia.org/wiki/Vocational_education#cite_ref-Wolf_9-0http://en.wikipedia.org/wiki/Smith,_Elder_%26_Cohttp://en.wikipedia.org/wiki/Smith,_Elder_%26_Cohttp://en.wikipedia.org/wiki/Dictionary_of_National_Biographyhttp://en.wikipedia.org/wiki/Sidney_Leehttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-stanley-nat-biog_8-0http://www.oecd.org/dataoecd/12/5/42578681.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-7http://www.oecd.org/edu/learningforjobshttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-6http://www.oecd.org/dataoecd/45/34/41506628.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-5http://www.oecd.org/edu/learningforjobshttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-4http://www.oecd.org/edu/learningforjobshttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-3http://www.oecd.org/dataoecd/24/27/41738329.pdfhttp://en.wikipedia.org/wiki/Vocational_education#cite_ref-2


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Sharpe, D. "Image Control: Teachers and Staff Have the Power to Shape PositiveThinking." VOCATIONAL EDUCATION JOURNAL 68, no. 1 (January 1993): 26-27.

Shields, C.J. "How to Market Vocational Education." CURRICULUM REVIEW(November 1989): 3-5

Silberman, H.F. "Improving the Status of High School Vocational Education."EDUCATIONAL HORIZONS 65, no. 1 (Fall 1986): 5-9.

Tuttle, F.T. "Let's Get Serious about Image-Building." VOCATIONAL EDUCATIONJOURNAL 62, no. 8 (November-December 1987): 11.

"What Do People Think of Us?" TECHNIQUES 72, no. 6 (September 1997): 14-15. Asian Academy Of Film & Television Reeves, Diane Lindsey CAREER ACADEMY TOOLKIT. Raleigh, North Carolina:

Bright Futures Press, 2006.[4]

[edit] External links

Wikisourcehas the text of the1911 Encyclopdia BritannicaarticleTechnical

Education.

Choosing a Career or Vocational School - U.S. Federal Trade Commission Young peoples and parents views of vocational education What young people think about vocational education in England, South Africa & the

Netherlands

Vocational education and training in Ghana Vocational educationat theOpen Directory Project
http://en.wikipedia.org/wiki/Asian_Academy_Of_Film_%26_Televisionhttp://en.wikipedia.org/wiki/Asian_Academy_Of_Film_%26_Televisionhttp://www.brightfuturespress.com/http://www.brightfuturespress.com/http://www.brightfuturespress.com/http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=22http://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=22http://en.wikipedia.org/wiki/Wikisourcehttp://en.wikipedia.org/wiki/Wikisourcehttp://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica_Eleventh_Editionhttp://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica_Eleventh_Editionhttp://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica_Eleventh_Editionhttp://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Technical_Educationhttp://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Technical_Educationhttp://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Technical_Educationhttp://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Technical_Educationhttp://www.ftc.gov/bcp/conline/pubs/services/votech.htmhttp://www.ftc.gov/bcp/conline/pubs/services/votech.htmhttp://www.skillsdevelopment.org/research_projects/young_people%E2%80%99s_and_parents%E2%80%99_vi.aspxhttp://www.skillsdevelopment.org/research_projects/young_people%E2%80%99s_and_parents%E2%80%99_vi.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/researchprojects/enhancing_perceptions_in_ghana.aspxhttp://www.skillsdevelopment.org/researchprojects/enhancing_perceptions_in_ghana.aspxhttp://www.dmoz.org/Reference/Education/Subjects/Vocational/http://www.dmoz.org/Reference/Education/Subjects/Vocational/http://en.wikipedia.org/wiki/Open_Directory_Projecthttp://en.wikipedia.org/wiki/Open_Directory_Projecthttp://en.wikipedia.org/wiki/Open_Directory_Projecthttp://en.wikipedia.org/wiki/Open_Directory_Projecthttp://www.dmoz.org/Reference/Education/Subjects/Vocational/http://www.skillsdevelopment.org/researchprojects/enhancing_perceptions_in_ghana.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/researchprojects/whats_in_a_name.aspxhttp://www.skillsdevelopment.org/research_projects/young_people%E2%80%99s_and_parents%E2%80%99_vi.aspxhttp://www.ftc.gov/bcp/conline/pubs/services/votech.htmhttp://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Technical_Educationhttp://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Technical_Educationhttp://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica_Eleventh_Editionhttp://en.wikipedia.org/wiki/Wikisourcehttp://en.wikipedia.org/w/index.php?title=Vocational_education&action=edit&section=22http://www.brightfuturespress.com/http://en.wikipedia.org/wiki/Asian_Academy_Of_Film_%26_Television

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